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HANDBOOK 

FOR THE USE OF TEACHERS CONDUCTING 
CLASSES IN 

HEALTH 


BY 

RALPH E. BLOUNT 

WALLER HIGH SCHOOL, CHICAGO 


ALLYN and BACON 













\ 








HANDBOOK 


FOR THE USE OF TEACHERS CONDUCTING 
CLASSES IN 

HEALTH 


7 

RALPH E.' BLOUNT 

4 4 

WALLER HIGH SCHOOL, CHICAGO 


ALLYN AND BACON 

BOSTON NEW YORK CHICAGO 

ATLANTA SAN FRANCISCO 

c^\<=\Z Hi 




"RAas - 2 


COPYRIGHT, 1924 
BY ALLYN AND BACON 


AAE 



Norinoo'D 

J. S. Cushing Co. — Berwick & Smith Co. 
Norwood, Mass., U.S.A. 

m 16 11124 

©C1A79329? 

'WO I 


CONTENTS 


PAGE 

Introduction ..1 

CHAPTER 


I. 

Life . . . 


. 13 

II. 

The Body at Work 


17 

III. 

The Treatment of Disease 


. 24 

IV. 

Food . 


. 27 

V. 

Stimulants and Narcotics 


. 33 

VI. 

Digestion. 


. 35 

VII. 

The Blood Circulation 


. 37 

VIII. 

Air and the Breathing Organs 


. 40 

IX. 

The Kidneys. 


. 46 

X. 

The Skin .. 


. 48 

XI. 

Bone and Muscle .... 


. 50 

XII. 

The Nerve System .... 


. 52 

XIII. 

Eyes and Ears. 


. 54 

XIV. 

Some Communicable Diseases 


. 56 

XV. 

Safety First . 


. 58 

XVI. 

In Case of Accident 


. 59 

XVII. 

The Healthful Home 


. 61 

XVIII. 

The Government and Health 


. 63 






























































































































ILLUSTRATIONS 


FIGURE PAGE 

1. Onion Skin Cells. (Seen with a hand lens) . . 15 

2. Onion Skin Cells. (Seen with a compound micro¬ 

scope) .16 

3. A Cross Section of Bone Tissue .... 18 

4. Sheep’s Lungs. Dorsal View .... 20 

5. Sheep’s Lungs and Heart. Ventral View . . 21 

6. Test Tubes Containing Bacteria Cultures on Beef 

Broth Jelly.25 

7. Graph.29 

8. A Petri Dish.40 

9. The Situations of the Sinuses . . . .41 

10. A Home-made Spirometer.43 

11. A Psychrometer with a Water Supply Tube . . 44 

12. Slicing a Pig’s Kidney.46 

13. Diagram of the Rock Structure Which Supplies the 

Artesian Waters of Northern Illinois ... 63 


v 









HANDBOOK 


FOR THE USE OF TEACHERS 
CONDUCTING CLASSES IN 
HEALTH 

INTRODUCTION 

This handbook is designed as an aid to teachers. No 
matter how able a teacher is, his time will be economized 
and his work more efficient if he has at hand the plans 
and details of procedure which have been worked out 
by other teachers in many years of practice. He will 
use the achievements of others, so far as they are in 
harmony with his own aims, as building stones in the 
construction of his own edifice. We must all build 
with the materials on which others have labored. The 
writer hopes his fellow teachers will find this handbook 
useful in some such way. 

No reading text can be all a pupil needs in the study 
of any science. The text must be supplemented not 
only by the stimulating and guiding influence of the 
teacher and fellow pupils, but also by many demon¬ 
strations and practical experiments. Without these 
the study of the text is too often a repetition of empty 
words. The things mentioned in the text should be 
seen and handled, the processes should be observed so 
far as possible, that the pupils may have concrete 
1 


2 


TEACHER'S HANDBOOK 


images to give substance to the words of the text. 
This handbook, together with the pupil’s note-book, 
gives directions for many carefully worked out demon¬ 
strations and practical exercises. 

Of course the best work can be done in a well-equipped 
laboratory, but no teacher should omit this essential 
work because of the lack of a laboratory. The ex¬ 
periments of greatest value to the pupil can be done at 
very little expense in an ordinary schoolroom. We 
sometimes forget that for the study of health we have 
always with us the object of study, the human body. 
We must constantly direct the pupil’s study to his own 
body. 

The practical exercise which the pupil does himself is 
of the greatest value to him. Therefore he should 
be given things to study and experiments to do at his 
own desk. But it is not feasible to equip every pupil 
with supplies and apparatus for all the experiments 
that can profitably be done by the class. Some things 
can be shown and some processes demonstrated at the 
teacher’s desk, with the class as observers. Such 
demonstrations, when not too difficult, should be done 
by certain pupils coached by the teacher. Only the 
more delicate operations should be done by the teacher 
himself. 

Another method of managing the practical work, 
a method well adapted to high school conditions, is the 
group method. Four to six pupils are put into each 
group. They are given the supplies and apparatus 
needed and they work together on the problem. Of 
course there will be considerable talk among the co- 


BLOUNTS HEALTH 


3 


workers, and they will have to exercise some self-re¬ 
straint to avoid disturbing other groups. 

The library is allied to the laboratory, the methods 
of work are much the same. The teacher of health 
should make use of reference books, charts, and all 
sorts of printed material and samples. Suggestions 
are made in the pages that follow about collecting use¬ 
ful material other than reference books, — advertising 
matter, samples, pictures, etc. — which can be used 
by the pupils in studying topics on which they are to 
report to the class. 

Without trying to throw all the study into formal 
“ projects ,” teachers will find that the project method 
will enrich the study in almost every chapter. Among 
the most attractive projects are surveys and investi¬ 
gations. In the pages that follow, suggestions are 
made for various investigations, such as investigations 
of methods of ventilation; of the markets; of pack¬ 
ing foods; of sewage disposal; of water supplies; of 
hospitals, clinics, nursing, boards of health; of the 
extermination of flies, mosquitoes, and other pests; 
of superstitions regarding health; of the use of “ patent 
medicines”; etc. 

Graphs are so much used in representing relative 
quantities in a striking way that the pupil should be 
taught to read them easily. He can learn best by 
making graphs to express some things he wishes to 
exhibit. Detailed directions for graphs are given on 
page 29. 

To make a record and so to fix in the mind of the 
pupil all this work outside the text-book, a note-book 


4 


TEACHERS HANDBOOK 


is essential. Keeping a note-book should not be copy¬ 
ing, in beautiful handwriting, instructions the teacher 
dictates. It should not be copying elaborate drawings 
from books or charts. It should not be a task in writ¬ 
ing English — complete sentences with the utmost 
care to rhetorical form. Such note-books are heartily 
disliked by progressive pupils and tend to make the 
subject a bore. 

On the other hand, the note-book is the pupil's pride 
and joy when he sees that it is an important part of 
the work he enjoys and does well. A good note-book 
should be a record, neat and clear, of what the pupil 
gets outside the text-book and wishes to keep. It 
should contain outline sketches and diagrams not in 
the text-book, a concise record, of the pupil’s labora¬ 
tory work, library studies, investigations, graphs, and 
score cards. The pupil should watch the papers and 
magazines for articles on health and make clippings 
which should be inserted in their proper places in the 
note-book. Illustrations, photographs, picture cards, 
cuttings from advertisements — all these add to the 
value of the note-book. 

Teachers whose work is heavy can not read the note¬ 
books carefully and correct all the mistakes. They 
should be frank with their classes and make this point 
clear. The topics written up in the note-book should 
be discussed in class and the pupils allowed to correct 
their own mistakes. If a teacher’s work is so light that 
he can carefully correct every note-book he may very 
well mark all errors in spelling and in English, note 
any lack of neatness, and correct any mistakes of state- 


BLOUNTS HEALTH 


5 


ment. Every teacher should take time to check up 
occasionally, especially in the earlier part of the semes¬ 
ter, to read pages here and there, to note incomplete¬ 
ness, inaccuracy, and gross lack of neatness. He should 
never fail to commend highly the good work. Pages 
that are too poorly done should be returned for im¬ 
provement before they are accepted. To this end a 
loose leaf form of note-book is convenient. 

The teacher will need to employ every device he 
can to keep the work of checking up from becoming 
so burdensome that he can not do it. One scheme 
is to have the pupils observe uniformity in the arrange¬ 
ment of the page. Thus the teacher can see at a glance 
whether the topic or sketch is done satisfactorily, or 
poorly, or is omitted. The note-book which the writer 
has prepared to supplement Health offers this ad¬ 
vantage. Of course the exercises which the pupil has 
more freedom in planning, such as investigations and 
individual reports, will have a corresponding freedom 
in the form of their record. 

One of the most effective ways of driving home a 
lesson is to dramatize it. Pupils are always eager to 
take part in a dramatic presentation. Each class will 
supply a number of boys and girls who will memorize 
the words of a prepared dialogue and rehearse their 
parts, then give the play before their class or before a 
group of all the health classes of the school. After 
one or two plays have been given and some pains taken 
to stimulate interest in the work, a few pupils will be 
found who will cooperate with the teacher in writing 
new plays to enforce certain lessons. The writer, with 


6 


TEACHERS HANDBOOK 


more or less assistance from his pupils, has prepared 
several playlets which he will be glad to send to other 
teachers at the cost of typing. Their presentation 
takes fifteen or twenty minutes each. The following 
have proved interesting: 

A Fool for His Doctor; 4 girls, 1 boy; the use of “patent 
medicines/’ 

The Quilting Bee ; 5 girls; keep quarantine, use of antitoxin. 
Ready for Camp; 4 boys, 1 girl; value of vaccination. 

At Camp Canoe; 7 boys; care of camp, artificial respiration. 
The Boys at Maple Point; 5 boy scouts; care of camp, dressing 
wounds. 

The Scientific Way; 5 girls; dressing a wound. 

The Dance of the Blood; 26 girls; a pageant in costume, danc¬ 
ing, singing round. 

It may be of some use to tell pupils what to do in 
an emergency, how to render first aid, how to relieve 
pain, how to treat petty injuries. But what you tell 
does not stick very well. The pupils should practice 
the thing. Antiseptics of various kinds should be 
brought into class and the pupils directed how to make 
solutions of them and use the solutions right there. 
The teacher should demonstrate bandaging an arm, or 
a finger; then let each pupil practice on his neighbor. 
Each pupil should go through the operation of remov¬ 
ing a cinder from the eye, of pulling out a sliver, of 
relieving earache and toothache, of taking tempera¬ 
ture and pulse, of producing artificial breathing. 

The great aim of our health classes is to establish 
in our pupils habits which are conducive to health, 
correct habits founded on understanding, — habits 
of breathing, drinking, eating, exercise, dress, toilet. 


BLOUNTS HEALTH 


7 


The school can not hope alone to train every boy and 
girl to correct ways of living, but the school can do 
very much to lay a good foundation in the understand¬ 
ing and can also arouse considerable cooperation in 
the home in establishing good habits in the pupils. 

The pupil’s weight is a fair index of his nourishment. 
He is eager to have his weight taken every month, 
every week if necessary, and to consult about his diet 
and other habits with a view to bringing his weight up 
to normal if it is below. Details for this work are 
given in connection with the problems on food. 

The score card is a great help to a pupil in his effort 
to hold himself to a practice until it becomes a habit. 
In making the card the pupil should select, with the 
advice of the teacher, from the many hygienic habits 
he ought to establish, three or four items. Among 
the most important are care of the teeth, bath, bowel 
movement at regular times, no eating between meals 
except a determined lunch, nine (or ten) hours sleep, 
exercise in the open air. The pupil should be advised 
to make the list short. If he has too many items, at¬ 
tention to them will become burdensome and he will 
neglect them. Every day or every week the pupil should 
make a score mark after each item. A little attention 
to score cards will arouse keen interest in them. The 
pupil will be eager to show a perfect score at the 
end of the month. After a few practices have be¬ 
come well established as habits new ones may be 
taken up. 

The score card is used also in making records of in¬ 
vestigations. It serves as an outline of points to be 


8 


TEACHER’S HANDBOOK 


observed. Here, too, caution must be observed not 
to make the card too long. Every item on it must 
have a clear value in the mind of the pupil and the 
questions on it must not be too difficult for him to 
answer. For examples of score cards see pages 49 and 
60 of the pupil's note-book. 

The following reference books are recommended for a class 
library. They will be referred to by number in the suggestions 
for library work. 

1. A Layman’s Handbook of Medicine, with Special Reference to 

Social Workers. 523 pp. 1916. Richard C. Cabot, M. D. 
Houghton Mifflin Co. 

2. Pathfinders in Medicine. 317 pp. 1912. Victor Robinson. 

N. Y. Medical Review of Reviews. 

3. An Introduction to the History of Medicine. 943 pp. 1921. 

Fielding H. Garrison. Saunders. 

4. Medical Science of Today. 320 pp. 1912. Willmott Evans. 

Seeley, Service & Co., London. 

5. The Romance of Medicine. 312 pp. 1917. Donald Camp¬ 

bell Macfie. Cassell & Co. N. Y. 

6. Walter Reed and Yellow Fever. 288 pp. 1906. Howard A. 

Kelly. McClure, Phillips & Co. 

7. Malaria, a Neglected Factor in the History of Greece and 

Rome. 103 pp. W. H. S. Jones. 1907. Macmillan. 

8. The Prevention of Malaria. 669 pp. 1910. Ronald Ross. 

Dutton. 

9. A Plea and a Plan for the Eradication of Malaria throughout 

the Western Hemisphere. 65 pp. 1917. Frederick L. 
Hoffman, LL. D. Prudential Press, Newark, N. J. 

10. Mosquitoes, How They Live, etc. 240 pp. 1901. L. O. 

Howard, Ph. D. McClure, Phillips & Co. 

11. Smallpox, Its Prevention, Restriction and Suppression. 1907, 

1912. Illinois Board of Health, Springfield, Ill. 

12. Smallpox and Vaccination in Europe. 1902. Ed. J. Ed¬ 

wards, M. D. H. K. Lewis, London. 


BLOUNTS HEALTH 


9 


13. The Narcotic Drug Problem. 165 pp. 1920. Ernest S. 

Bishop, M. D. Macmillan. 

14. The Physical Effects of Smoking. 188 pp. 1917. G. L. 

Fisher and Elmer Berry. Association Press, N. Y. 

15. Alcohol, How It Affects the Individual, the Community and 

the Race. Henry Smith Williams. 150 pp. 1909. Century. 

16. Standardization of Medical Inspection Facilities. J. H. 

Berkowitz. Bureau of Education, Bulletin 2, 1919. 
Washington. 

17. The School Nurse. 293 pp. 1917. Lina Rogers Struthers, 

R. N. Putnam. 

18. Health and Medical Inspection of School Children. 614 

pp. 1912. Walter S. Cornell, M. D. F. A. Davis. 

19. The Posture of School Children. 322 pp. 1913. Jessie H. 

Bancroft. Macmillan. 

20. Posture in School Hygiene. American Posture League. 

New York City. 

21. From School to Work. Margaret H. Abels. U. S. Govern¬ 

ment, Washington. 

22. Work of School Children during Out of School Hours. C. D. 

Jarvis. Washington. 

23. Nostrums and Quackery, Vol. 1, 1912, Vol. 2, 1921. Ameri¬ 

can Medical Association, 535 N. Dearborn St., Chicago. 

24. The Great American Fraud. 185 pp. Samuel Hopkins 

Adams. American Medical Association. 

25. The Healthful Farmhouse, by a Farmer’s Wife. 1906. Helen 

Todd. Whitcomb & Barrows, Boston. 

26. Euthenics. 1912. Ellen H. Richards. Whitcomb & Bar- 

rows. 

27. Domestic Water Supplies for the Farm. 108 pp. 1912. 

Myron L. Fuller, S. B. J. Wiley & Sons, New York City. 

28. Appleton Home Books, Vol. 1, Building a Home. 

29. Appleton Home Books, Vol. 2, Home Grounds. Appleton. 

30. Sanitation of Public Buildings. 235 pp. 1907. William 

Paul Gerhard, C. E. John Wiley & Sons, New York City. 

31. Municipal House Cleaning. 232 pp. 1918. Wm. Parr 

Capes and Jeanne D. Carpenter. Dutton & Co. 


10 


TEACHER'S HANDBOOK 


Among the magazines that help our work are The 
American City (N. Y.), which discusses city planning 
and zoning, The Survey (112 East 19th St., N. Y.), 
which discusses especially the social phases of health, 
and Hygeia (535 N. Dearborn St., Chicago), which is 
concerned more with personal health. Many of the 
health articles in newspapers and popular magazines 
contain valuable material. (See the reviews in Hygeia.) 
But some of these articles are not trustworthy. We 
must be especially cautious about accepting the state¬ 
ments in special cult publications. 

In addition to the purchased books the library can 
be enriched by free material from the advertising de¬ 
partments of various food manufacturers and drug 
firms. For example, the Bowman Dairy Co., Chicago, 
puts out a little magazine, Milk, which contains relia¬ 
ble and enlightening articles. The millers of Minne¬ 
apolis have interesting material on wheat and flour. 
The large packing houses (Armour, Wilson, and others) 
have much good material; write to their publicity 
department. Manufacturers of antitoxins and vac¬ 
cines have some very interesting descriptions of their 
farms and laboratories. — Lederle Antitoxin Labora¬ 
tories, N. Y. C.; E. R. Squibb & Sons, N. Y. C.; Pas¬ 
teur Institute, 812 N. Dearborn St., Chicago; Pruden¬ 
tial Insurance Co. of America, Newark, N. J.; The 
Palisade Manufacturing Co., Yonkers, New York; 
United States Standard Serum Co., Woodworth, Wis¬ 
consin. 

From the advertising columns of medical magazines, 
which your physician will lend you, get the addresses 


BLOUNTS HEALTH 11 

of large hospitals and sanatoria and write to them for 
descriptive circulars. 

Associations and leagues for the improvement of 
health or morals do a great deal to help teachers. They 
usually have pamphlets and serial publications which 
are sent at cost price to those asking for them. Among 
them are: 

A. The Scientific Temperance Federation, 73 Tremont St., 

Boston. 

B. The Anti-Cigarette League, 58 W. Washington St., Chicago. 

C. The National Child Labor Committee, 1230 Fifth Av., New 

York City. 

D. The National Board of Y. W. C. A., 600 Lexington Av., New 

York City. 

E. American Social Hygiene Association, 370 Seventh Av., New 

York City. 

F. American Genetic Association, Washington, D. C. 

G. National Safety Council, 166 N. Michigan Boul., Chicago. 

H. Elizabeth McCormick Memorial Fund, 848 N. Dearborn St., 

Chicago. 

7. American Posture League, New York City. 

The United States government publishes such a 
quantity of material of value to the student of health 
that it is impracticable to list here those books which 
should be in the class library. The teacher should 
send to the Superintendent of Documents, Washington, 
for price list 51, Health, covering the topics of disease, 
drugs, and sanitation. From this list books touching 
the points most interesting to the class can be ordered. 
Books should be ordered from the Superintendent of 
Documents by both title and number and paid for by 
money order in advance. A few samples are named: 


12 


TEACHERS HANDBOOK 


Road to Health, 16 pp. 1919, 5 cents, T27.22:1. 

Adenoids, 7 pp. 5 cents, T27.22:2. 

Harmfulness of Headache Mixtures, 60 pp. 10 cents, T27.3 :53. 
Health Education Series (10 numbers) 5 cents each and 2 cents 
for additional copies. 116.29: 

No. 2, Diet for the school child, No. 5, Child health program 
for parents-teachers associations and woman’s clubs, No*. 7, 
The lunch hour. 

Hygiene of rural schools, 5 cents, T27.6/a: 219. 

Good Teeth, T27.6/a: 707 also T27.22:13. 5 cents. 

Good water for farm houses, 5 cents, T27.12: 70. 

Colds, 5 cents, T27.6/2: 30. 

Exercise and Health, 5 cents, T27.6/2:24. 

State and municipal governments, through their 
Boards of Health or of Public Works, publish much 
that is valuable to health classes. A letter to the state 
capitol or to the municipality will usually bring the 
desired material. Illinois and Wisconsin have good 
studies of state water supplies. Of the cities, Los 
Angeles, New York, Chicago, and Cincinnati represent 
the chief types of water supply for large cities. 

The following firms are reliable dealers in supplies 
and will furnish nearly everything needed in the labo¬ 
ratory except the fresh material: 

Central Scientific Co., 460 E. Ohio St., Chicago. 

Chicago Apparatus Co., 32 S. Clinton St., Chicago. 

Scientific Equipment Co., 70 Fifth Av., New York City. 

Mr. Charles A. Mills, 461 Market St., San Francisco, Cal. 

Mr. H. V. Cadwell, 691 Merrick St., Detroit, Michigan. 

Mr. J. H. Wilson, 5 Thorburn Av., Toronto, Ontario, Canada. 


CHAPTER I 


LIFE 

In order that our effort to maintain health may be 
rational we must understand the normal working of 
the body. Our first study, then, will be the chief activi¬ 
ties of the body, or, reduced to its lowest terms, the 
activities of the living substance, protoplasm. That 
it may keep up these activities protoplasm needs cer¬ 
tain things and conditions. To supply these needs 
every part of the body cooperates. Thus the body is 
an organic unit, every part doing its particular work 
toward the general end of providing for the needs of all. 

The study becomes, therefore, a series of problems 
for the pupil to work out, — what needs arise from the 
fundamental activities of protoplasm, and how is each 
of these needs supplied. If the teacher accepts this 
scientific and pedagogical approach to the subject, he 
will take great pains to see that each pupil gets the 
statement of the problems clearly in mind. The whole 
development of the physiologic foundation of the study 
of health depends on an understanding of these prob¬ 
lems. 

Such fundamental processes as assimilation and 
oxidation (synthesizing foods in building up the cells, 
and breaking down cells in the activities of mind and 
muscle) can have no clear meaning to one who knows 
nothing about chemical changes. Most pupils enter- 
13 


14 


TEACHERS HANDBOOK 


ing high school have no such knowledge. Therefore 
a little preliminary instruction on atoms and mole¬ 
cules must be given. The few paragraphs in the text 
may well be supplemented by practical experiments 
and demonstrations. Detailed directions for a few 
exercises are given in the following pages and in the 
note-book. Since first year high school pupils are 
usually not trained in laboratory work it is desirable 
for the teacher to discuss pretty carefully each exercise 
as it is done. The pupils need the help. When they 
become accustomed to the work they can be more 
self-reliant. 

To give the pupils a first-hand acquaintance with 
elements which are frequently mentioned in the text 
the teacher should show them a few of the common 
elements. (See note-book, page . 1.) The group 
method of work is recommended. Before class time 
as many sets of the specimens named in the note-book 
should be prepared as there are groups working at one 
time. Each specimen should be clearly labeled. After 
fifteen minutes study the pupils should report on their 
observations. 

The exercise on synthesis of elements is to illustrate 
the union of elements to form compounds. (Note¬ 
book, page 3.) The pupil must get a clear understand¬ 
ing of the difference between a mixture of substances, 
a mingling of their particles, and a compound, which 
is produced by a chemical union, the molecules of the 
substances being broken up and new molecules formed 
from the constituent atoms. Section A may be either 
group work or demonstration. If the class works in 


BLOUNTS HEALTH 


15 


groups, the teacher may well help them by giving oral 
directions, insisting on prompt and accurate action, 
a designated pupil in each group doing the work. The 
more striking experiment (B) producing zinc sulfid 
should be done at the teacher’s desk as a demonstration. 

The purpose of the next experiment (Note-book, 
page 5) is to show that a compound can be broken up 
into the elements of which it is composed. It may 
be done in group work or as a demonstration. 

The four gases oxygen, hydrogen, nitrogen, and car¬ 
bon dioxid are repeatedly mentioned in our study. 
Our experiments with them should 
bring out distinguishing features of 
each as well as give concreteness 
and reality to things that seem to 
children rather unsubstantial. The 
experiments can be done most feasi¬ 
bly as demonstrations. (Note-book, 
pages 7 to 14.) 

In addition to studying the fig¬ 
ures in Health, pages 7, 9, and 19, 
the pupils should handle specimens of plant and animal 
tissue and see under the microscope the cells of which in 
part the tissue is composed. Most animal cells are too 
small to be seen clearly by pupils unaccustomed to a 
compound microscope, therefore this study should begin 
with large vegetable cells. A convenient object to 
handle is the onion skin. (Note-book, page 15.) The 
work should be individual. 

With a hand lens the pupils will barely make out the 
cell structure of the onion skin. They should see the 



Figure 1. — Onion 
Skin Cells. 

Seen with a hand lens. 


16 


TEACHER'S HANDBOOK 


same object under greater magnification to bring out 
the nucleus and the clear outline of the cells. There¬ 
fore the teacher should give a demonstration with the 
projecting microscope, or, if the pupils have learned 
to use the instruments, they may be* supplied with 
individual compound microscopes, but it is hardly 
advisable to take time to teach the use of the compound 
microscope in this course. The specimen should be 
stained with dilute iodine to 
bring out the nucleus. 

A valuable extension of this 
demonstration is the exhibition 
with the projecting apparatus of 
a number of permanent mounts 
of vegetable tissue. There should 
be a short discussion of each slide 
without taking time for draw¬ 
ings. A most attractive exhibit 
is a slide of live infusorians, 
some large like the paramecium. 
It shows moving protoplasm, 
drives home the lesson as nothing else will, and never 
fails to “bring down the house.” A hay infusion a week 
or two old will supply the material. 

To give the pupils clear images of the tissues named 
in Health, page 8, get from the butcher pieces of 
the tissues named in the note-book, page 17, cut each 
into as many pieces as you have groups and give each 
group a set of specimens, each specimen named. Di¬ 
rections are in the note-book. 



Figure 2. —Onion Skin 
Cells. 

Seen with a compound mi¬ 
croscope. 










CHAPTER II 


THE BODY AT WORK 

In writing a text-book the vexing question arises, 
In what order shall I take the topics? The topics 
are so closely inter-related that whatever is taken first 
will depend for its complete understanding on some¬ 
thing that follows. The writer of Health has fol¬ 
lowed the plan he has come to adopt after years of 
practice with his classes. He helps the pupils first 
get a general understanding of the body as an organ¬ 
ism and of the functions of its various organs and ap¬ 
paratuses. Then it does not matter so much in just 
what order the parts of the body are taken up for de¬ 
tailed study; there is in the background an under¬ 
standing of the relation of each part to the whole. 
Chapter II of Health gives this general survey of the 
human organism. It is the physiological foundation 
on which rest the studies of hygiene which follow. 

Section 1. Movements 

Even many high school pupils are profoundly igno¬ 
rant of the structure of the body. Therefore the teacher 
will find it profitable to spend one or two periods on 
the framework of the body, keeping in mind the rela¬ 
tion of the frame to the parts it supports. To supple¬ 
ment the text there should be a mounted skeleton and, 
for the use of the pupils at their own desks, separate 
17 


18 


TEACHER'S HANDBOOK 


bones, especially a skull or two, and several thoracic 
and lumbar vertebrae. Detailed directions for indi¬ 
vidual work are given in the note-book, page 19. 

To reenforce the thought that bone is alive and to 
show the details of its make up, the teacher may well 
set up a compound microscope showing a bone section. 

Pupils come one at 
a time while the re¬ 
mainder of the class 
are doing the other 
work and study the 
specimen. They 
can easily see the 
canals and the tiny 
irregular spaces (la¬ 
cunae) which in life 
were occupied by 
blood vessels and 
cells. 

The study of ten- 
dons should be 
done as group work, 
unless the quantity 
of material available makes individual work possible. 
Get from the butcher the feet of fowl and sheep shanks, 
enough to supply each group. The pupil’s directions 
are in the note-book, page 25. 

The supplementary study of muscles divides into 
two parts, (a) the examination of specimens of muscle 
and (b) the study of the pupil’s own muscles. For 
individual study give each pupil a small piece of lean 



Figure 3. 


A Cross Section of Bone 
Tissue. 

Seven blood canals are shown. Around 
them, in concentric rings, are the lacunae 
which contained the bone cells. The finest 
lines are canaliculi, minute tubes which 
connect the cells with one another and 
the blood canals. 


BLOUNT'S HEALTH 


19 


meat with noticeable connective tissue and fat in it. 
The pupil’s directions are in the note-book, page 27. 

If a piece of stomach or intestine or heart can be 
obtained from the butcher it will show muscle of a 
different kind. For demonstration the teacher can 
prepare a slide by tearing a bit of muscle with needles, 
and show it under the microscope. Also, by pulling 
off the wing or the leg of a dead insect, fragments of 
muscle can be obtained which show the fibers under the 
microscope. 

Pupils should be cautioned in studying their own 
muscles not to mistake tendons for muscles. Muscles 
are soft when relaxed and get hard when contracted. 
Tendons are always hard and are usually long narrow 
cords. If the movements designated in the note-book are 
made against a resistance, the muscles stand out better. 

Section 2. Food 

In connection with Figure 14, Health, page 21, 
show the pupils the actual gastric glands. Get a pig 
stomach from the butcher. Turn it inside out and 
rinse the mucous membrane. Cut it into pieces about 
an inch square and preserve them in dilute formaline, 
3 to 5 per cent. Before class rinse the specimens thor¬ 
oughly in water. To show the glands clearly the speci¬ 
men should be a little dry and the light just right. The 
compound microscope used should be low power, ^ in. or 
f in. objective, the light reflected. (Note-book, page 29.) 

The discussion of glands will bring out the point 
that if a certain fluid comes out of a gland the material 
from which it is made must first go into the gland. Of 


20 


TEACHER'S HANDBOOK 


course blood plasm is the raw material from which 
each gland secretes its particular fluid. 

The liver and pancreas are good examples of glands 
with ducts to carry their secretions to the place where 
it is to be used. Specimens obtained from the butcher 
show the appearance of the tissue, but the connecting 

tubes are trimmed 
away. The blood 
vessels and ducts 
of these glands can 
be shown in an 
animal’s dissected 
body. The dog or 
the cat is a suitable 
animal for such 
demonstration, but 
in some states this 
use of these pets is 
forbidden by law. 

When the class 
is studying page 22 
of Health exhibit 
a specimen of solid 
glucose and also a 
clear glucose sirup 
such as Red Label Karo. Other experiments and demon¬ 
strations on food and digestion are discussed in Chapters 
IV and VI. 

Section 3. Oxygen 

Though the pupils are familiar with the word lungs 
they have no idea what the organs are like. There- 



Figure 4.—Sheep’s Lungs. 
Dorsal View. 




BLOUNTS HEALTH 


21 


fore they should spend about twenty minutes examining 
them. Show the pupils how to distinguish the dorsal side 
of the lungs, which is entire and has room for the back¬ 
bone between the two lungs, from the ventral side, which 
is lobed. (Note¬ 
book, page 31.) 

Section 4. Trans¬ 
portation 

It is desirable that 
the pupils see the 
blood under a com¬ 
pound microscope, 

J or inch objec¬ 
tive. The teacher 
will prepare the in¬ 
strument and the 
pupils come one at 
a time to look at 
the specimen while 
the other members 
of the class are 
otherwise engaged. 

No class that has the use of a compound microscope 
can afford to miss a view of blood circulating through 
capillaries. The writer has found the tail of a bull¬ 
frog tadpole a very convenient specimen. Even better 
is the gill of a very young salamander tadpole. Di¬ 
rections are given in the note-book, page 33. 

Take considerable pains in tracing the course of the 
blood in the diagram in Health, pages 29 and 113. 



Figure 5. 


Sheep’s Lungs and Heart. 
Ventral View. 




22 


TEACHER'S HANDBOOK 


Nearly all pupils have very inaccurate notions of the 
course the blood takes. A large copy of the diagram 
might be put on the board and one pupil after the other 
asked to trace the course of the-blood from the heart 
to the various organs and back to the heart. 

Section 5. Elimination of Wastes 

Laboratory work is given in Chapter IX. 

Section 6. Regulation of Temperature 

A good demonstration of the fact that evaporation 
of liquids from the surface of the body cools the skin 
can be made by using ether, alcohol, or gasoline. Let 
a pupil go along the aisle with a medicine dropper and 
put a drop of water on the hand of each pupil. Another 
pupil should follow and put a drop of rapidly evaporat¬ 
ing liquid on the same hand. Each pupil should gently 
blow the drops on his hand. With a thermomenter 
take the temperature of each liquid in the bottles. 
They should be about the same. Discuss the seeming 
difference of temperature of the two drops. 

The heat radiated from the skin can easily be felt 
by cool fingers held an inch from the warm skin. In 
winter the pupil, with a warm scarf around the neck 
and with bare hands, may play outdoors until he is 
warm, then remove the scarf and hold the cool fingers 
near, not touching, the neck. In summer a pupil 
warm from exercise may cool his hands in water or on 
ice, quickly wipe them dry, and hold one hand near the 
skin and the other at arm’s length. The difference 
in temperature is easily noticed. 


BLOUNTS HEALTH 


23 


Section 7. Control of the Body 

Using a pointer the pupils should trace the nerve 
currents in the diagram, Health, page 35. If the dia¬ 
gram is enlarged on the board it would be well to in¬ 
crease the number of brain cells, see Health, page 196. 

The ductless gland most easy to exhibit to the class 
is the adrenal. Get from the butcher a lamb kidney 
with all the fat around it. A liver-colored gland about 
the size of the end of the finger will be found near the 
upper end of the kidney. (See Health, Figure 24, 
page 31.) 

Practical exercises on the topics of the remaining 
sections of this chapter will be given in subsequent 
chapters where the topics are developed more exten¬ 
sively. 


CHAPTER III 


THE TREATMENT OF DISEASE 

The preceding chapter gave the pupil a general sur¬ 
vey of the working of the body, an organism in which 
each part cooperates with every other part to provide 
for the needs of all. This chapter gives a general dis¬ 
cussion of the derangements of the body activities, 
especially of the chief cause of illness, disease germs. 
After this general survey the pupil will be ready for 
the detailed consideration of how to preserve, and how 
to recover health. 

Section 1. From Superstition to Science 

Let the pupils ask among their neighbors, especially 
elderly people, and report in class all the sayings and 
superstitions regarding remedies and curative prac¬ 
tices they can learn. Let them bring any charms they 
can find in use. Discuss these sayings and practices. 
There may be sense in some of the sayings. The pupils 
must learn to put everything to the test. If there is 
doubt about any point, some pupil should take it to a 
competent physician and get a reliable answer and a 
clear explanation. 

Some pupil should take as a project the life of Pasteur 
and report to the class. Another should study the 
life of Lister and report. 


24 


BLOUNTS HEALTH 


25 


.# 


Get illustrations of some of the miracles of present 
day surgery and medicine, of the ways in which modern 
medical science has ^ 

made its wonderful j 1 ' ^ f'V 

progress — by years 
of most painstaking 
study, by thousands 
of experiments, by 
discarding most of 
the things tried and 

preserving only g 

what proves valu¬ 
able. Note that such 
study has its mar¬ 
tyrs, men who have 
given up their lives 
in the study and cure 
of disease,—Lazear, 

Rickerts, and the 
pioneers of radium 
treatment. (Refer¬ 
ences,— 2, 3, 4, 5, 
page 8.) 


Section 2. Health 
and Sickness 


Figure 6. —Test Tubes Containing Bac¬ 
teria Cultures on Beef Broth Jelly. 
A, a surface growth. B, a stab culture. 


An easy and peda- 
gogically indispen¬ 
sable exercise is the cultivation of mold, yeast, and 
bacteria, and their study with and without a compound 
microscope. The microorganisms can be grown at 

































26 


TEACHER'S HANDBOOK 


home or at school. A potato is convenient for the cul¬ 
tivation of mold and bacteria. Another culture me¬ 
dium, better in some respects than the potato, is beef 
broth jelly. Directions for preparing the media and 
for the study of the microorganisms are given in the 
note-book, page 35. 


CHAPTER IV 


FOOD 

The preceding chapters have given the pupil a very 
general understanding of the activities and the ills of 
the body. He is now prepared to make a detailed 
study of health as it is presented in this chapter and 
the chapters following. 

Section 1. Principles and Selection 

Chemical substances newly discovered or invented 
are given technical names which indicate more or less 
completely their chemical composition. The chemical 
compositions of vitamines (vita, life) have not yet been 
discovered, therefore these substances have received 
no names but are known as A, B, and C. A is com¬ 
monly found dissolved in fat foods and is therefore 
called fat soluble A. B and C are in the juices of vege¬ 
tables and fruits and are water soluble. The existence 
of a fourth vitamine has just been discovered (1923), 
and probably further study will reveal still others. 

Section 2. Quantity 

A great deal of study has been given within the last 
few years to the weights of children, compared with 
their heights. Tables have been prepared with great 
care giving the average weights of children of all years 
and heights. (Health, page 65.) It is an easy and 
27 


28 


TEACHER'S HANDBOOK 


desirable thing to bring scales into the classroom and 
weigh each child, then compare the weight with the 
standard in the table. The children are always in¬ 
terested and many of them give more attention to their 
diet in an effort to bring their weight up to the standard. 

But too much importance must not be placed on a 
slight variation from the average. Why should a 
child care to weigh the exact average? He may be in 
best health when he weighs five or six pounds less or 
several pounds more than the average. Do not make 
the children think that they should bring themselves 
exactly to the standard average. 

On the other hand a deviation of fifteen or twenty 
pounds from the standard usually means that some¬ 
thing is the matter. If a child is under weight it may 
be that he is underfed. But it may be that something 
else is keeping him down. Such a child should be ex¬ 
amined by a physician and the cause of his slight weight 
determined. The teacher should make it a point to 
speak privately with each child who is much under 
weight; better, send for the child’s parents and con¬ 
sult with them. If some cause for the deficiency is 
found and corrected, the teacher can proceed to help 
the child build up his weight. 

It is not wise for the teacher to urge all children who 
are under weight to eat more. The problem is not so 
simple. Perhaps the child needs rest as well as food. 
Perhaps he needs exercise and fresh air. He may need a 
special diet. But suppose all the precautions are taken 
to provide for the special cases, the fact is that most 
boys and girls should make a gain from month to month 


BLOUNTS HEALTH 


29 


and keep somewhere near the standard. Therefore 
the teacher should urge a pupil who is much over the 
normal weight to give up sweets and eating between 
meals, and pupils under the normal weight to give more 
care to their general hygiene and especially to their diet. 

Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May June 


120 


115 


110 


105 


100 


95 


90 


85 


80 

Figure 7. 

A valuable stimulus to the child to care for his health 
is the weight graph. For most pupils, taking a weight 
and marking a graph once a month is sufficient. For 
those much below the standard there should be a weekly 
weighing and mark. (Note-book, page 39.) 

The graph for a boy 15 years old and 61 inches tall 
would be as above if he weighs 92 pounds in September, 











































































































30 


TEACHER'S HANDBOOK 


gains 3 pounds a month until December, loses a pound 
in January, gains 3 pounds in February and March, and 
makes a normal rate in April, May, and June. 

Section 3. Articles of Diet 

To make the classes of food more real to the pupils 
let them make tests of food to find protein, starch, 
sugar, and fat. The pupils should bring the food sub¬ 
stances from home — flour, milk, cheese, vegetables, 
cereals, fruits — about an ounce of each. Let them 
work in groups if there are no conveniences for indi¬ 
vidual work, with a burner, a test tube, a set of reagents, 
and specimens of food for each group. If there is no 
running water at the desk, supply each pupil with an 
empty glass for waste and a glass of water for rinsing 
the test tube. The pupils will record the results of 
their experiments in the table on page 44 of the note¬ 
book. Haynes solution turns copper color when boiled 
with glucose, dark or light depending on the quantity 
of sugar. Protein boiled in nitric acid turns orange 
color when neutralized. 

The note-book (pages 45 and 46) contains the food 
table from Health, pages 69 and 70, with two blank 
columns added, which the pupils are to fill out. The 
data so obtained will be used in answering some of the 
questions in Health, page 71, and in making out the 
menu for dinner. (Question 18, Health, page 72, and 
note-book, page 48.) 

The Table of Food Values is used again in making 
out the Net Food Table (note-book, page 47) as directed 
in Health, page 71. It would hardly be profitable to 


BLOUNTS HEALTH 


31 


include all the items of the large table in the Net Food 
Table. Those called*up by the questions on page 71 
are used. 

Section 4. Care of Food 

Under this head a number of interesting problems 
could be worked up — investigations of what is done 
in the way of cleanliness in handling food, how foods 
are preserved, marketed, etc. Let the pupils visit 
canneries, dairies, markets, or country shipping stations, 
and report on the excellent devices for caring for foods. 
Let some pupils question their grandmothers and com¬ 
pare present conditions with conditions fifty years 
ago. Why does the consumer sometimes pay five 
times what the producer receives? Discuss wasteful 
buying, penny-wise pound-foolish, and economy in the 
kitchen. 

Pupils will understand the principle of pressure 
cookers if they have learned that water can be raised 
to a temperature no higher than its boiling point. In an 
open dish, under ordinary atmospheric pressure, water 
boils at 212° F. When we wish to get a higher degree 
we heat the water in a tight boiler in which the steam 
rising from the water presses down on the surface of 
the water and so prevents its boiling until it has reached 
a higher temperature — the degree depending on the 
amount of steam pressure. 

Let some pupil keep a bottle of Pasteurized milk 
beside a bottle of untreated milk for two or three days 
and report the contrast, if there is any. 

A score card can be used to advantage in making 
some of the food investigations. A market score card 


32 


TEACHER'S HANDBOOK 


is given in the note-book, page 49. Let pupils score 
different markets and compare their records. One 
value of this work is that it fixes in the pupil’s mind the 
qualities of an excellent market and helps to create 
a demand for more sanitary things. 

A pupil can himself make out a score card for the 
care of food in the home, touching on such points as 
condition of refrigerator, protection of food from in¬ 
sects and mice, freedom from mold in the bread box 
and elsewhere, thriftiness in using everything usable, 
economy in buying, etc. 

Sayings and superstitions about the uses of foods — 
foods that are heating or cooling, foods for brain work¬ 
ers or laborers, eating oysters in the r months, foods 
good for the complexion, foods suitable for spring, for 
winter, for certain climates, etc., — are not only in¬ 
teresting but also profitable for discussion. Urge the 
pupils to collect these sayings and bring them to class. 
Many of the sayings have good reason back of them, 
while others are faulty and misleading. The pupil 
should learn to hold an inquiring mind toward them, 
ready to accept or reject as the evidence indicates. A 
respectful skepticism, a disinclination to accept rumors 
without some evidence of their truth, is one of the most 
valuable traits a pupil can acquire. It is characteristic 
of an awakening mind. 


CHAPTER V 


STIMULANTS AND NARCOTICS 

Several profitable projects are within the compass 
of high school boys and girls in connection with the 
topics of this chapter. A statistical study of the money 
spent for tobacco compared with that spent in educa¬ 
tion would be very interesting. A graph would make 
the report more striking. A history of the temper¬ 
ance movement culminating in prohibition would help 
us understand where we are. Other good topics are: 

The Relation of Crime to Alcohol, Scientific Studies 
in the Effects of Narcotics. 

A history of the opium traffic in China makes a 
strong appeal. 

What is the League of Nations doing about the traffic 
in narcotic drugs? 

What is the United States doing to suppress the 
illicit traffic in narcotics ? 

A Survey of Hospitals and Sanatoria for Drug Ad¬ 
dicts. 

An inquiry among the boys, How I Came to Use 
Cigarettes, by one of them. 

References. — 13, 14, 15, A, B (pages 9 and 11), 
and magazines and papers on the action of the League 
of Nations. 

The unpopularity of the Eighteenth Amendment in 
some communities results in its general violation in 
33 


34 


TEACHER'S HANDBOOK 


these places. While discussing the subject of narcotics 
the teacher should give a lesson in practical civics. 
He should make clear the fact that good citizenship re¬ 
quires obedience to laws even though they are unpop¬ 
ular. Legal, not anarchistic methods must be used in 
seeking relief from laws which we do not like. 


CHAPTER VI 


DIGESTION 

The study of the mouth is a very practical exercise 
which should be done by every class. It can be per¬ 
formed without expensive apparatus or laboratory 
room. The work should be individual. (Note-book, 
page 51.) 

The process of digestion can be made real to the 
pupils if each one digests a little starch in a test tube 
with saliva from his own mouth. Individual work is 
preferable. (Note-book, page 55.) The pupils will 
get some variation in results partly due to differences 
in saliva. 

There is a very significant difference between the 
wall of the stomach and that of the intestine, which 
the pupils should see in an actual specimen. Prepare 
pieces of the small intestine as you did of the stomach 
(page 19). The directions for study are in the note¬ 
book, page 57. 

A score card can be used with profit to help the pupil 
establish good habits with regard to food and diges¬ 
tion. (Note-book, page 59.) One entry a week is 
perhaps often enough for most pupils; some might 
make a record every day. The seven items are too 
many for most pupils to take up at first. It may be 
well to start with four and add others later. If the 
inventory is kept for several months the pupil might 
35 


36 


TEACHER'S HANDBOOK 


make a graph to show whether his total score has im¬ 
proved or not. 

If the teacher finds that the pupils do not under¬ 
stand the words acid and alkaline, used in reference to 
the digestive juices, he would do well to spend a few 
minutes in clearing up the words by a demonstration. 
Gather a few substances common in a laboratory — 
hydrochloric, sulphuric, nitric (acid), ammonia, potash, 
soda (bases), water, alcohol, salt (neutral substances) — 
and test each with litmus paper. Let the pupils from 
their observations come to the conclusions that acids 
turn litmus paper red, that bases (alkalies) turn litmus 
paper blue, and that neutral substances do not change 
the color of litmus. Give a few enterprising pupils 
pieces of litmus paper to test substances at home and 
let them report to the class. 


CHAPTER VII 


THE BLOOD CIRCULATION 

No matter how good a diagram of the heart you may 
have it should be supplemented by the study of the 
heart itself. Nothing else will give the pupil adequate 
images of the valves, the muscular walls, the chambers, 
and the vessels adjoining. The study should be con¬ 
ducted as group work. For each group get from the 
butcher a lamb pluck (heart, liver, and lungs). If 
you get only the heart, the auricles and vessels will be 
shorn away. 

Make the seekers by splitting bamboo into strips 
eight or ten inches long and § inch wide, and charring 
the ends to make them smooth and round. (Note¬ 
book, page 61.) 

The teacher should cut a hole large enough to admit 
a finger in each auricle. The right ventricle should be 
slashed open from the semilunar valves halfway to the 
apex of the heart, and in the left ventricle a hole cut 
large enough to admit a forefinger. The pupils should 
compare the specimen with the diagram in Health, 
page 113. The questions in the note-book will be a 
sufficient guide for the work. 

The study of the heartbeat (note-book, page 63) 
is possible for every class. The teacher may hold the 
watch, start the count, and call time at the end of the 
minute, then call upon each pupil in turn to announce 
37 


38 


TEACHER'S HANDBOOK 


his number. After these numbers are recorded the 
teacher will direct the pupils to stand and exercise 
briskly to his count somewhat as follows: Arms ex¬ 
tended horizontally at side, swing to clap over head, 
down and up ten times; hands on hips, forward bend 
the body to horizontal, back to erect, ten times. Pu¬ 
pils sit and immediately count the pulse, noting the 
number at the end of thirty seconds and also at the end 
of the minute, then announce the number in turn and 
all record in the second column of the note-book page. 

For getting the sound of the heartbeat pupils are 
commonly unable to use an ordinary stethoscope, but 
the Pollard stethoscope ($6) makes the sound quite 
distinct even through the clothing. 

An interesting project in connection with the blood 
is a study of the mosquito. The pupils should try to 
find the larvae and pupae, small insects that “wiggle” 
down from the surface when you disturb a dish or pool 
of water that has been standing several days. In 
cities they should explore empty lots and back yards, 
examining cans and other places where water might 
stand for several days. The catch basins at the street 
corners deserve attention. In the country the rain 
barrels, troughs, and puddles are likely to be infested. 
A regular survey with a public report of the findings 
would arouse interest. 

To test the capacity of the blood to carry oxygen, 
get from a physicians’ supply house a hemoglobin test- 
book. (Hemoglobin is the coloring matter in the red 
corpuscle which carries oxygen.) This book contains 
sheets of standardized blotting paper and a card with 


BLOUNTS HEALTH 


39 


graded shades of red. With a wisp of cotton dipped 
in alcohol sponge off the lobe of the pupil’s ear (volun¬ 
teers only). When it is dry prick it with a surgeon’s 
needle or other small sharp instrument. Get a drop 
of blood on one of the sheets of blotting paper and find 
its corresponding shade in the graded set. The pupil 
will be interested in knowing whether his blood is 
normal; but the chief value of the test is that it helps 
to put the whole subject on a scientific plane and to 
bring the pupil to the right attitude of mind in re¬ 
gard to health and the treatment of disease. 

Let the pupils look in the papers, magazines, and 
bill-boards for advertisements of blood medicines, 
then learn what they can about the remedy or its manu¬ 
facture and report to the class. (References. — 23, 24.) 

An attractive library study is the influence of malaria 
on life in the tropical regions, on the history of Rome 
and Italy, on the settlement of the Mississippi Basin. 
Other library studies are : Yellow Fever in Our Southern 
States, The Cleaning up of Havana; Preparing to Dig 
the Panama Canal. In connection with them would 
be the biographies of Gorgas, Reed, and Lazear. (Ref¬ 
erences. — 4, 5, 6, and Medical Who’s Who.) 


CHAPTER VIII 


AIR AND THE BREATHING ORGANS 


Cilia (Health, page 126) can be demonstrated easily 
under a compound microscope. Get a live clam, either 
a fresh or a salt water species, break open the shell, 
with scissors snip off a piece of the gill and mount it in 
water. If you use a salt water clam, mount the piece 
of gill in the salt water contained within the shell. A 
| inch objective will show the cilia in motion. If the 
cells are nearly dead the motion is slow and the details 
clearly seen; but the rapid motion of vigorous cells 
also should be studied. Let the pupils describe what 

they see. A drawing 
is hardly possible un¬ 
less the action is ab¬ 
normally slow. 

To make the dust 
in the air of the room 
apparent, throw a 
beam of light 
through the dark¬ 
ened room. To show 
that the spores of 



Figure 8. — A Petri Dish. 
Showing a plate culture of bacteria. 


mold and bacteria are in this dust, expose a culture 
medium (food substance for bacteria) for five minutes 
then cover it up; examine it after it has incubated for 
a day or two. To prepare a culture plate, warm a beef- 

40 







BLOUNTS HEALTH 


41 


broth jelly-tube (note-book, page 36) to melt the gela¬ 
tine, pour it into a sterile Petri dish (a flat glass dish 
with a cover) and cover immediately. The jelly will 
set in a thin layer 
over the bottom of 
the dish. To expose 
the dish to the dust 
the cover is removed 
for a measured time 
then replaced. The 
number of live germs 
which settle in the 
dish can be told by 
the number of colo¬ 
nies, spots, which 
appear on the jelly 
within a day or two. 

So many people 
suffer from sinus 
trouble that it is well 
to demonstrate to 
the pupils the sin¬ 
uses of the skull. If 
the teacher does not 
wish to saw the hu¬ 
man skull which is 
provided for bone study, he can get a sheep or calf 
head and with a saw or chisel open the frontal sinus 
and the antrum (maxillary sinus) (Health, pages 125 
and 127). In the fresh specimen the mucous mem¬ 
brane which lines the sinuses will show. To avoid 



Figure 9.—The Situations of the 
Sinuses. 

F, Frontal sinus. M, Maxillary sinus. 





42 


TEACHER'S HANDBOOK 


the work of preparing a fresh specimen each semester 
the head can be preserved in a three per cent formaline 
solution, or the cleaned and dried skull used. 

Interesting projects concerning the air we breathe 
are studies of the disposal of dust in factories, and of 
smoking chimneys. For the latter let the pupils choose 
a few large buildings — the schoolhouse, an apartment, 
a factory — and observe at certain hours whether there 
is much, little, or no smoke from the chimney of each. 
The record should be kept for several days and written 
up as a table. The pupils should visit the building 
and talk with the engineer or stoker and try to find 
the reason for the presence or absence of smoke. Some 
pupil may be able to learn and to explain to the class 
the principle on which smoke consumers work. 

In visits to a few factories a pupil will probably learn 
what devices are used to protect workmen from the 
dust produced in the work, whether the workers wear 
masks, or whether the machines have exhaust fans for 
removing the dust produced in their operation. 

During the spring and fall the pupils will probably 
be able to bring in flowers whose pollen causes hay 
fever in some people. A compound microscope (f 
inch objective) will show many beautiful and inter¬ 
esting details in the grains. A few slides should be 
prepared for the season when flowers are not available. 
To make a permanent preparation sprinkle pollen 
grains on the slide, wet them with a drop of xylol or 
chloroform, put on a drop of balsam and a cover-glass. 

In the study of ventilation begin with your school¬ 
room. How does the air get in? How get out? If 


BLOUNTS HEALTH 


43 


you have an anemometer, measure the quantity of 
air which is forced into the room in an hour. What is 
the means of heating the air in cold weather ? 

As home projects let the pupils investigate the ven¬ 
tilating and heating devices in their homes, in churches, 
theaters, factories, or any buildings accessible. 

The pupils are interested in measuring their own 
breath. The spirometer which is used in testing the 
lung capacity of 
pupils in physical 
training is a con¬ 
venient instrument. 

If you can not get 
one, invert a gal¬ 
lon bottle (231 cu¬ 
bic inches) full of 
water in a pneu¬ 
matic trough and 
let a pupil exhale 
through a tube into 
it. A single breath 
is likely to be forced; 
therefore, direct the 
pupils to take the 
average of five suc¬ 
cessive ordinary breaths. When they do not force the 
breath they get between 15 and 30 cubic inches for a 
breath, the taller the pupil the larger the breath. Every 
pupil should disinfect and rinse the mouthpiece before 
using it. A three per cent formaline solution is a good 
disinfectant. (Note-book, page 65.) This exercise also 



Figure 10.—A Home-made Spirometer. 











44 


TEACHER'S HANDBOOK 



relates the pupil’s own breathing to the ventilation of 

the room. 

To determine 
the humidity of 
the air use a psy- 
chrometer, a pair 
of thermometers, 
one bulb wet. If 
you have none, as¬ 
certain the tem¬ 
perature of the 
room, then put a 
wet rag about the 
bulb of the ther¬ 
mometer and fan 
the instrument till 
the mercury will 
drop no more. 
Read the temper¬ 
ature. Get the dif¬ 
ference between 
this reading and 
the temperature 
(dry bulb) of the 
room and use this 
difference in get¬ 
ting the relative 
humidity. (See 
the note-book, 

Figure 11. — A Psychrometer with a P a £ e 67.) 

Water Supply Tube. If there are any 










BLOUNTS HEALTH 


45 


fresh air schools or fresh air rooms in your community, 
let some of the pupils visit them and report to the class. 
Otherwise, let them read the story and report. (Refer¬ 
ences. — 20, H, pages 9 and 11.) 

A good laboratory exercise is the study of the pupil’s 
own breathing, of the movements and the muscles 
which produce them. First observe each pupil as he 
stands or sits erect to be sure that he has the diaphrag¬ 
matic movement (Health, page 144). When he has 
the correct breathing let him observe his own move¬ 
ments and answer the questions of the exercise in the 
note-book, page 71. 


CHAPTER IX 


THE KIDNEYS 

A mental image of a kidney very like that of man 
can be acquired by studying the pig’s and the lamb’s 
kidney. Pigs’ kidneys are sold stripped of their cover¬ 
ing of fat and more or less mutilated by the inspector’s 



Figure 12. —Slicing a Pig’s Kidney. 


knife. They can be bought in abundance at the stock- 
yards and markets. Lambs’ kidneys are sold in the 
carcass and can be had of the butcher in small quan¬ 
tities and covered with the fat. Slice some of the kid¬ 
neys in two from the hilum to the opposite edge. Keep 
some specimens of lambs’ kidneys entire and covered 
46 









BLOUNT'S HEALTH 


47 


with the fat. The pupils should work individually. 
(Note-book, page 73.) 

Tests of urine are valuable exercises for pupils who 
take it in the right spirit. The experiment helps them 
to get the scientific attitude of modern medicine and 
to divorce themselves from the old notions of mystery 
and superstition in treating disease. However, it is 
best to omit these tests in mixed classes, or where they 
may cause embarrassment. 

The sugar test is made by boiling a little urine with 
Haynes solution, as in the food test. (Note-book, 
page 42.) The teacher may have to get a sugary speci¬ 
men from a physician, since the specimens obtainable 
from the class will probably be free from sugar. 

For the albumen test half fill a test tube with urine 
and run under it through a glass tube a little strong 
nitric acid. If albumen is present, a white layer will 
form at the junction of the liquids. 


CHAPTER X 


THE SKIN 

No pupil should omit the study of his own skin, a 
laboratory material always at hand. (Note-book, 
page 75.) The leather given the pupils should be torn 
to show the fibers of which it is composed. 

Show the pupils how to remove a blackhead by press¬ 
ing a tiny ring around it instead of squeezing a large 
fold of skin. If a pupil has a painful boil or other 
swelling of the skin, show how the pain can be relieved 
by a hot application, — a wet compress, a hot water 
bottle, or an electric light on a cord. 

Let the pupils collect and bring to class advertise¬ 
ments of skin treatments and remedies. Take pains 
to distinguish between the lotions and creams which 
are usually harmless and may be beneficial, and the 
remedies which profess to cure diseased skins. In 
the latter point out the characteristic marks of chican¬ 
ery in the style and substance of the advertisement. 
Of course some skin diseases are cured by advertised 
remedies. 

Let each pupil make out a score card showing his 
own status as to the condition of his nails, the presence 
of corns, warts, and pimples, the fit of his shoes and 
stockings, and his bathing practices. After two months 
let him make out another card and note the points of 
improvement. (Note-book, page 77.) 

48 


BLOUNTS HEALTH 


49 


The judicious teacher can do much to influence pupils 
to dress hygienically and to take proper care of their 
nails. When the teacher has won the confidence and 
esteem of the pupils, a few words in private express¬ 
ing an earnest wish to see improvement in a certain 
particular — feet or chest more warmly clad in cold 
weather, low heels instead of French heels, nails well 
manicured — will often produce the desired effect. It 
is well to specify a definite time for the reform: “ I 
hope to see you wearing shoes with sensible, roomy 
toes tomorrow.” “ Before the end of this month will 
you not show me a hand with shapely finger nails?” 
Gnawing or tearing finger nails back to the quick is a 
bad habit very common among children, even high 
school children from good homes. 


CHAPTER XI 


BONE AND MUSCLE 

The chief points of practical value in this chapter 
are posture and exercise. Let the pupil keep a score 
card for several weeks, recording his practices by mak¬ 
ing a check mark for satisfactory observances and a 
zero for failure. (Note-book, page 79. References 
for posture. — 19, 20, D, I, pages 9 and 11.) 

Example is a potent factor in the formation of habits. 
Not only must the teacher stand and sit erect in the 
presence of the pupils, but he must lead them to 
observe and admire the beautiful carriage of other 
people, and to recognize in this form of the body the 
expression of admirable qualities of mind. The pupil 
must not imitate the postures of others. If he does 
he will be likely to catch their eccentricities. But he 
should try to acquire their poise, dignity, and benevo¬ 
lence of mind, which will suitably express themselves 
in the pupil's own carriage. 

The teacher can hardly make too much of the thought 
that the carriage of the body expresses character. 
The most beautiful carriage expresses self-respect as 
well as esteem for others. The pupils must be treated 
in such a way as to develop their self-respect. It is 
easier to tone them down from an over-weening self¬ 
esteem than to arouse a decent pride that will make 
50 


BLOUNTS HEALTH 


51 


them hold up their heads and chests. Therefore take 
every opportunity to make them feel their own worth. 

To give the pupil clear and accurate images of joint 
structures get several joints of beef and veal from the 
meat market, saw each in two lengthwise, and give 
them to the pupils to study. Group work is recom¬ 
mended. (Note-book, page 81.) The observance of 
the movements of their own joints is a very impor¬ 
tant part of the exercise. 


CHAPTER XII 


THE NERVE SYSTEM 

Simple practical exercises on the brain and spinal 
cord are essential to give the pupil a few visual images 
to put behind the words he has already learned and 
will learn. (Note-book, pages 85 and 87.) Group 
work is recommended. Get, if possible, sheep’s heads 
that have been chilled but not hard frozen; freezing 
softens the brain too much. Remove the tongue and, 
with a carpenter’s saw, saw the head into right and 
left halves. Rinse off the sawdust. When the pupils 
are through with the material take out the best speci¬ 
mens of brain and preserve in three per cent formaline 
for use next semester. Also in a warm room dry some 
of the half skulls with the dura mater (the membrane 
which incloses the brain) in place. 

For the study of the spinal cord, trim the muscles 
off a sheep’s neck, saw a notch lengthwise one half an 
inch each side of the middle line, and remove the dorsal 
arches so as to expose the cord. Also get an obliging 
butcher to split a calf’s carcass a little one side of the 
middle and slice off for you a strip of the spinal column 
containing the cord uninjured. 

The teacher may well demonstrate under the com¬ 
pound microscope a few brain or cord cells with their 
axons (threads which carry the current out from the 
52 


BLOUNTS HEALTH 


53 


cell) and dendrites (root-like branches which bring the 
current into the cell). 

A plaster model of the human brain is desirable, to 
give the correct proportions of the cerebrum and cere¬ 
bellum. 

In any large group of students will be found a few 
who, in their earnestness, sit up too late at night in 
order to get their lessons perfectly. The study of 
brain hygiene should take the practical form of devot¬ 
ing sufficient time to rest and sleep. The teacher 
would do well to learn the sleep habits of his pupils 
and substitute in the minds of some who are more 
ambitious than discreet the ideal of health and strength 
for the ideal of great knowledge attained by burning 
midnight oil. 



CHAPTER XIII 


EYES AND EARS 

The similarity of the eye to the camera makes the 
study of that instrument a valuable preliminary to 
the study of the eye. Let some pupil bring his camera 
and demonstrate its parts and how they work. 

Though the pupil has looked at his eye in a mirror 
thousands of times he has never observed it under- 
standingly. That is the reason for the exercise in 
the note-book, page 89. A pig’s or sheep’s eye is satis¬ 
factory for cutting open. Preserved specimens are 
likely to be somewhat misshapen and the lens and 
cornea rendered opaque, but they should be used if 
no fresh material is accessible. 

The teacher can demonstrate the function of the 
cornea and lens by using two or three reading glasses 
of differing focal lengths, or condensers from the stereop- 
ticon. A sheet of thin paper makes a good retina. An 
electric light is a convenient object. When you have 
got the focus of the object at one distance, move it to 
another distance and show that a lens of different cur¬ 
vature is required to bring its rays to a focus at the 
same place. 

It is part of the teacher’s function to cooperate 
with the home in caring for the pupil’s eyes. If pupils 
are neglecting to do anything for eyes which are out 
of alignment (strabismus) or which are not able to 


BLOUNTS HEALTH 


55 


function adequately, the teacher should arrange a 
consultation with the parents and show them the 
desirability of remedying the defect. In some cases 
the parents are ready to have the matter attended to 
but the pupil is reluctant. The teacher’s job is then, 
by argument and appeal and all the arts of persuasion, 
to win the pupil to the desired course. He must not 
simply advise the pupil and then wash his hands of 
the matter. The pupil’s welfare is in his keeping and 
he is not released from the responsibility until he has 
done everything possible for the child’s good. 



CHAPTER XIV 


SOME COMMUNICABLE DISEASES 

The material of this chapter invites to library work 
and surveys. The following topics are suggested: 

How smallpox has been driven out of the enlightened 
parts of the world by vaccination. Compare the 
epidemics of the disease two hundred years ago with 
present outbreaks. Use graphs. 

How epidemics like smallpox and measles depopu¬ 
late a country, — the Amazon valley, American Indi¬ 
ans, Yucatan, etc. 

Typhoid before and after the discovery of preventive 
hypodermic injections. 

Diphtheria with and without antitoxin. Descrip¬ 
tion of a typical case of each. 

A land free from diphtheria — how freed ? 

Tetanus in the Civil War, and in the Great War, 1914- 
1918. 

Rabies, the story of the Pasteur treatment, discovery 
and early use, present widespread use. 

Tuberculosis, whom it attacks, picture of its destruc¬ 
tion, how it may be avoided. 

Tuberculosis, short history of changes in treatment, 
eventuating in modern sanatoria. 

References. — 1, 6, 7, 8, 9, 10, 11, 12, page 8. 

An examination of soft drink parlors in the com¬ 
munity, to note the sanitary and unsanitary practices, 
56 


BLOUNTS HEALTH 


57 


will help to raise the health standard of the neighbor¬ 
hood. (Score card in note-book, page 93.) 

Candy stands on the streets may be studied in a 
similar way, noting particularly the cleanliness of the 
attendants and protection of the goods from flies and 
dust. 

A survey of hairdressing shops may be made to 
note the cleaning and disinfecting of implements and 
the use of fresh towels on each patron. 



CHAPTER XV 


SAFETY FIRST 

Let the pupils all watch for one week and report 
all the dangers they observe and how to avoid each. 
For suggestions take the paragraph heads in Health. 
Write in the note-book a summary of the report. (Ref¬ 
erences. — G, page 11.) 

Let the pupils comment on the accidents they see 
reported in the papers, indicating what should have 
been done in each case to avoid the accident. 

In some cities a few of the older schoolboys stand 
at street crossings near the school, where no policeman 
is stationed, while the children are arriving or leaving, 
and assist the pupils, especially the younger ones, 
safely across. They keep the children back on the 
sidewalk until there is a gap in the traffic, then con¬ 
duct them across in a group. The boys temporarily 
wear badges which correspond to policemen’s chev¬ 
rons, and they are recognized as valuable safety 
officers. Of course they exercise no control except 
over the children, but drivers generally regard their 
uplifted hand as they conduct their groups across the 
street. Such a squad of boys might well be organized 
in any school, but they should be carefully instructed 
how to keep their charges and themselves out of 
danger, and should be supervised. 

58 


CHAPTER XVI 


IN CASE OF ACCIDENT 

The teacher should have some instruction in first 
aid so that he will know how to direct the children in 
practical exercises in bandaging, caring for a broken 
bone or sprain, stanching bleeding, and producing 
respiration artificially. (See Boy Scouts’ Manual.) 

Let one pupil play the patient with a broken leg; 
other pupils care for him. Again, let some pupil play 
his arm is broken, and let another pupil put it in a 
sling. Another pupil may have a sprained ankle or 
wrist and may be cared for by a companion. The 
pupils should practice putting on the more simple 
bandages until they can do a fairly neat job. They 
should be questioned to see that they understand the 
reasons for all the directions given in their note-book, 
page 95. The directions will be more easily compre¬ 
hended if the teacher demonstrates while a pupil reads 
aloud. The pupils afterward go through the processes 
themselves. A demonstration by the teacher will be 
sufficient for the use of adhesive tape. It is rather 
expensive and mussy to have the pupils practice with it. 

Sufficient directions for stanching bleeding and for 
artificial respiration are given in Health, pages 250 
and 255. The pupils should practice artificial respira¬ 
tion on one another under the teacher’s supervision. 

59 


60 


TEACHERS HANDBOOK 


They will be inclined to work too rapidly and to put 
too little muscle into the operation. The exercises 
on bandaging are the only practice they need for stop¬ 
ping bleeding. 

The teacher should invite pupils who at any time 
are in need of temporary dressings or first aid to come 
to him that he may demonstrate before the class the 
method of applying it. 

The directions for the use of antiseptics given in 
Health, page 256 and following, should be supple¬ 
mented by practical exercises. If the pupil simply 
reads about the antiseptics, the drugs seem strange, 
forbidding things. If he handles them, he will feel a 
sense of command over them which will encourage 
him to use them when the need arises. 

Let the pupils make an applicator by twisting a 
wisp of cotton around the end of a small stick, dip it 
into a bottle of iodin, and “paint” a spot on the skin. 
Let them handle bottles of phenol and lysol, make 
solutions and disinfect hands, cloths, and instruments. 
Let them see how easily an antiseptic tablet dissolves 
and how convenient it is. Let them make a saturated 
solution of boric acid in boiled water and apply it to the 
eye with a wisp of absorbent cotton. The pupils 
should read on each bottle the conspicuous poison label, 
the antidote, and the cautions to be observed. This 
will lead them to take proper care of the drugs in their 
own homes. 


CHAPTER XVII 


THE HEALTHFUL HOME 

The project work in this chapter will be chiefly li¬ 
brary study and “field” work. (References. — 25, 
26, 27, 28, 29, page 9.) 

Pupils living in cities and large towns can report 
to the class particulars in which their own community 
would be improved by the practice of zoning. Per¬ 
haps some would have initiative sufficient to make a 
map and devise a zoning scheme for the city or their 
own neighborhood. 

Whether in the city or in the country all pupils should 
be able to point out excellencies and defects in the 
situations and constructions of the homes, the schools, 
or the camps they have been in. Let them take the 
topics discussed in Health, chapter XVII, for a guide 
in their observations and reports. The most impor¬ 
tant feature of the work is practicable suggestions for 
improvement. 

An interesting exercise is for the pupils to choose 
a home site in the school district. In the city this 
would usually mean picking a flat to rent. In the 
country it would mean selecting a place to build. The 
pupils should give reasons for their selections, guided 
by the discussion in Health, pages 264 to 266. Let 
.some enterprising pupils plan the arrangement of 
61 


62 


TEACHER’S HANDBOOK 


rooms of a proposed house and explain their design 
to the class. If several such designs are presented 
the class will choose the one which best meets the 
needs of a home, — health, economy, beauty, con¬ 
venience. 


CHAPTER XVIII 


THE GOVERNMENT AND HEALTH 

The supplementary work of this chapter will be li¬ 
brary and field studies. In all projects the influence 
of the institution studied on the health of the com¬ 
munity should be made clear. The excellences as 
well as the shortcomings should be pointed out. 



Figure 13. — Diagram of the Rock Structure Which Supplies 
the Artesian Waters of Northern Illinois. 


Some pupil should give a description of the local 
water supply. Those who have lived in other cities 
or in the country should report on the water supplies 
of the places in which they have lived. 

If your school is in a city where there are food in¬ 
spectors, a small group of pupils should get permission 
to accompany the inspector on some of his visits and 
63 






64 


TEACHER'S HANDBOOK 


should report to the class on the process of inspecting 
and on the conditions of markets, storage warehouses, 
packing houses, etc. 

Sanatoria and hospitals are usually glad to receive 
visitors in the non-contagious wards. Pupils visiting 
them with a view to reporting to the class should have 
in mind some definite features to observe, — cleanliness 
and the means thereto, ventilation, temperature, con¬ 
veniences for moving bedridden patients, provisions 
for meals, and all sorts of conveniences for meeting 
the needs of patients. The needs of the institution, 
what people can do to make its work more efficient, 
should be reported. 

In many schools the pupils will have had experience 
with school doctors, dentists, or nurses. They should 
report what good work of these officials they have 
observed. All pupils could mention some occasion 
when the service of a doctor, dentist, or nurse would 
have been valuable. A debate might be held on the 
amount of such service which the school should ac¬ 
cept. Should the doctor’s duties be confined to in¬ 
spection, keeping out of school infectious cases, or 
should he also advise and treat those who need medical 
attention? Should the dentist only examine and re¬ 
port the condition of the teeth, or should he also treat 
them? 

In some communities the children will be able from 
their own observation to give information about child 
labor and sweated industries. In others they will 
have to depend on their reading. The discussion should 
make clear the differences between the home duties, 


BLOUNTS HEALTH 


65 


whose faithful performance is a valuable part of the 
child’s education, and the burdensome labor which 
stunts the physical and mental development of children. 
The poverty-ridden parts of large cities have always 
harbored sweated and child labor, but market gardens, 
fruit and vegetable packing factories, sugar beet raising, 
and oyster packing have also become the bane of child 
life. In what ways are these and some other industries 
inimical to childhood? 

Parks and playgrounds have become so widely es¬ 
tablished that in a great many communities the children 
will know them from personal experience. Let the 
pupils point out the features they have found most 
valuable and make suggestions of improvements which 
would more fully meet their needs. For pupils who 
have had little experience with these institutions there 
is plenty of reading matter, and always the opportunity 
to say what they would like to have, — and to work 
for it with increasing efficiency as their powers increase. 

The opportunity to study “patent medicines” from 
newspapers and bill boards is altogether too abundant. 
Let the pupils collect all the advertisements of such 
nostrums that they can. Read and discuss a few of 
them in class and see how alike they are in style and 
in their claims. They have the same psychological 
appeal, no matter what the disease. Let different 
pupils look up the facts about various frauds and re¬ 
port to the class. (References. — 16, 17, 18, 21, 22, 
23, 24, 30, 31, C, E, F, pages 9 and 11.) 




















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